Middle School Teachers' Implementation and Perceptions of Automated Writing Evaluation
Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T. M., Myers, M. C., Eacker, H., Potter, A., Coles, J., & Zhang, S. (2024). Middle school teachers' implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231
This mixed-methods study examined how middle school teachers implemented and perceived the MI Write automated writing evaluation system during a randomized controlled trial. Teachers generally reported positive attitudes toward MI Write, but implementation varied and was shaped by contextual factors such as curricular alignment, workload, and administrative support.
Key takeaways
- Positive perceptions of usability and usefulness were not enough by themselves to ensure strong classroom implementation.
- Teachers' implementation of MI Write was influenced by curricular fit, workload demands, and broader ecological factors.
- Successful AWE adoption depends on more than system quality; it also depends on the surrounding educational context.
Why it matters
This article strengthens Dr. Wilson's implementation-focused scholarship by showing how ecological and organizational conditions mediate the classroom use of AWE.
Coauthors
Joshua Wilson, Amanda Delgado, Corey Palermo, Tania M. Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter, Jessica Coles, Saimou Zhang
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